![](https://editlib-media.s3.amazonaws.com/sources/SITE.jpg)
Inquiry-based integrative practical activities in China: A professional development arrangement for supporting teachers’ enactment
PROCEEDING
Qianwei Zhang, South China Normal University, China ; Joke Voogt, University of Amsterdan/ Windesheim University of Applied Sciences, Netherlands ; Jan van den Akker, Netherlands Institute for Curriculum Development, Netherlands
Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This study explores the effects of a professional development arrangement in which curriculum materials are embedded. The professional development arrangement is aimed at supporting teachers’ enacting integrative practical activities (IPA) to promote students’ inquiry skills and IT skills in secondary schools in China. Five teachers and 250 students from three schools participated in the field study. The findings indicate that exemplary curriculum materials as a tool for facilitating teachers’ learning about innovative curricula are an essential component in the professional development arrangement. The video-clips demonstration as a component of the exemplary materials contributes to teachers’ enacting IPA in particular. Findings reveal that a teacher professional development arrangement consisting of a professional development workshop, exemplary curriculum materials, follow-up support, and organizational support contributes to the enactment of student-centered IPA lessons.
Citation
Zhang, Q., Voogt, J. & van den Akker, J. (2016). Inquiry-based integrative practical activities in China: A professional development arrangement for supporting teachers’ enactment. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2738-2745). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 31, 2024 from https://www.learntechlib.org/primary/p/172079/.
© 2016 Association for the Advancement of Computing in Education (AACE)
References
View References & Citations Map- Albashiry, N.M., Voogt, J.M. & Pieters, J.M. (2015). Teacher collaborative curriculum design in technical vocational colleges: a strategy for maintaining curriculum consistency? The Curriculum Journal, 26 (4), 601-624.
- Ball, D.L., & Cohen, D.K. (1996). Reform by the book: What is-or might be-the role of curriculum materials in teacher learning and instructional reform? Educational Researcher, 25(9), 6-8, 14.
- Bencze, L., Hewitt, J., Pedretti, E., Vaillancourt, B.D., & Yoon, S. (2003). New applications for multimedia cases: Promoting reflective practice in preservice teacher education. Journal of Technology and Teacher Education, 11(4): 483-500.
- Beyer, C., & Davis, E.A. (2009). Supporting pre-service elementary teachers' critique and adaptation of science curricula using educative curriculum materials. Journal of Science Teacher Education, 20(6), 517–536.
- Bransford, J.D., Brown, A.L., & Cocking, R.R. (Eds.) (1999). How people learn: Brain, mind, experience, and school. Washington, DC: The National Academy Press.
- Brown, J.S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32-42.
- Brown, M. (2009). The teacher-tool relationship: Theorizing the design and use of curriculum materials. In J. Remillard, G. Lloyd& B. Herbel-Eisenmann (Eds.), Mathematics teachers at work: Connecting curriculum materials and classroom instruction: Routledge.
- Borko, H., & Putnam, R. (1996). Learning to teach. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 673–708). New York: Macmillan.
- Clandinin, D.J., & Connelly, F.M. (1992). Teacher as curriculum maker. In P.W Jackson (Ed.), Handbook of research on curriculum: A project of the American Educational Research Association (pp. 363-401). New York: Macmillan.
- Craig, C., & Ross, V. (2008). Cultivating the Image of Teachers as Curriculum Makers. In F. Michael Connelly (Ed.), The SAGE handbook of curriculum and instruction (pp. 282-305). Los Angeles:
- Darling-Hammond, L., & Richardson, N. (2009, February). Teacher learning: What matters? Educational Leadership, 66 (5), 46-53.
- Feng, X.R., & Wang, W. (2009). An investigation report on the current situation of implementing the curriculum of integrated practical activity in China.Curriculum, Teaching Material and Method, 29(1), 16-21 (in Chinese).
- Fullan, M.G. (2007). The new meaning of educational change (4th ed.). New York: Teachers College Press.
- Garet, M.S., Porter, A.C., Desimone, L., Birman, P.F., & Yoon, K.S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
- Guskey, T.R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
- Hall, G.E., & Hord, S.E. (2006). Implementing changes: patterns, principles, and potholes. Boston, MA: Pearson Education.
- Leech, N.L., & Onwuegbuzie, A.J. (2009). A typology of mixed methods research designs. Quality& Quantity, 43(2), 265-275.
- Li, C.M., Wu, L.L., Cao, L., & Bo, Y. (2014). Investigation on the implementation of integrative practical activity curriculum: Taking Chongqing city as an example. Journal of Educational Development, (1a). 38-40 (in Chinese).
- Loucks-Horsley, S., Stiles, K.E., Mundry, S., Love, N., & Hewson, P.W. (2010). Designing professional development for teachers of science and mathematics (3rd edition). Thousand Okas: SAGE Publications.-2744-SITE 2016-Savannah, GA, United States, March 21-26, 2016
- Mafumiko, F., Voogt, J., & Van den Akker, J. (2013). Design and evaluation of micro-scale chemistry experimentation in Tanzanian schools. In T. Plomp, & N. Nieveen (Eds.), Educational design research– Part B: Illustrative cases (pp. 581-600). Enschede, the Netherlands: SLO.
- Merrill, M.D. (1991). Constructivism and instructional design. Educational Technology, 31(5), 45-53. Ministry of Education, China (2001a). Guidelines for the curriculum reform of basic education (try-out). Beijing: MOE (in Chinese). Ministry of Education, China (2001b). Guidelines of integrative practice activity (try-out). Beijing: MOE (in Chinese).
- Ottevanger, W. (2013). Using design research to develop teacher support materials in order to facilitate the successful implementation of a new science curriculum in post-apartheid Namibia. In T. Plomp, & N. Nieveen (Eds.), Educational design research– Part B: Illustrative cases (pp. 381-405).
- Roes, M. (1997). Nascholing op basis van lesvoorbeelden in de context van curriculum-vernieuwing [English summary] (Inservice educaton through exemplary lesson materials in the context of curriculum innovation). Doctoral dissertation. Enschede: University of Twente.
- Tecle, T.A. (2006). The potential of professional development scenario for supporting biology teachers in Eritrea. Doctoral dissertation. Enschede: University of Twente.
- Van den Akker, J. (1988). The teacher as learner in curriculum implementation. Journal of Curriculum Studies, 20(1), 47-55.
- VandenBerg, E. (1996). Effects of in-service education on implementation of elementary science. Doctoral dissertation. Enschede: University of Twente.
- Voogt, J.M. (1996). Microcomputer-based laboratories in inquiry-based science education: An implementation perspective. In R.F. Tinker (Ed.), Microcomputer-based labs: Educational research and standards. (pp. 207-223). Berlin: Springer Verlag.
- Voogt, J., Laferrière, T., Breuleux, A., Itow, R., Hickey, D., & McKenney, S. (2015). Collaborative design as a form of professional development. Instructional Science, 43(2), 259-282.
- Voogt, J., Westbroek, H., Handelzalts, A., Walraven, A., Mckenney, S., Pieters, J., & De Vries, B. (2011). Teacher learning in collaborative curriculum design. Teaching and Teacher Education, 27(8), 1235-1244.
- Vygotsky, L.S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
- Weiss, I.R., & Pasley, J.D. (2006). Scaling up instructional improvement through teacher professional development Insights from the local systemic change initiative. Philadelphia: Consortium for policy Research in Education (CPRE) Policy Briefs.
- Zhang, Q.W. (2006). Report on the implementation of integrative practical activities in middle schools of Guangzhou. Journal of Educational Development, (4a). 24-26, 33 (in Chinese).
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References